Write, draw, show, and tell: a child-centred dual methodology to explore perceptions of out-of-school physical activity.

Robert J Noonan,Lynne M Boddy,Stuart J Fairclough,Zoe R Knowles

doi:10.1186/s12889-016-3005-1

Abstract

BackgroundResearch to increase children’s physical activity and inform intervention design has, to date, largely underrepresented children’s voices. Further, research has been limited to singular qualitative methods that overlook children’s varied linguistic ability and interaction preference. The aim of this study was to use a novel combination of qualitative techniques to explore children’s current views, experiences and perceptions of out-of-school physical activity as well as offering formative opinion about future intervention design.MethodsWrite, draw, show and tell (WDST) groups were conducted with 35 children aged 10–11 years from 7 primary schools. Data were analysed through a deductive and inductive process, firstly using the Youth Physical Activity Promotion Model as a thematic framework, and then inductively to enable emergent themes to be further explored. Pen profiles were constructed representing key emergent themes.ResultsThe WDST combination of qualitative techniques generated complimentary interconnected data which both confirmed and uncovered new insights into factors relevant to children’s out-of-school physical activity. Physical activity was most frequently associated with organised sports. Fun, enjoyment, competence, and physical activity provision were all important predictors of children’s out-of-school physical activity. Paradoxically, parents served as both significant enablers (i.e. encouragement) and barriers (i.e. restricting participation) to physical activity participation. Some of these key findings would have otherwise remained hidden when compared to more traditional singular methods based approaches.ConclusionsParents are in a unique position to promote health promoting behaviours serving as role models, physical activity gatekeepers and choice architects. Given the strong socialising effect parents have on children’s physical activity, family-based physical activity intervention may offer a promising alternative compared to traditional school-based approaches. Parents' qualitative input is important to supplement children’s voices and inform future family-based intervention design. The WDST method developed here is an inclusive, interactive and child-centred methodology which facilitates the exploration of a wide range of topics and enhances data credibility.

Highlights

Research to increase children’s physical activity and inform intervention design has, to date, largely underrepresented children’s voices
These multiple influences are presented in the Youth Physical Activity Promotion Model (YPAPM; Fig. 1) [10], a socio-ecological model based on the fundamental principles of the PRECEDE-PROCEED model [11]
Recent experimental and observational research found that the presence of friends significantly increased children’s physical activity enjoyment [141, 142], motivation [143], intensity [144], and out-of-school physical activity engagement [145]. These and our findings suggest that future interventions promoting physical activity with friends and encouraging greater social interaction outside of school may be a promising approach to increasing physical activity levels among UK children

Summary

Introduction

Research to increase children’s physical activity and inform intervention design has, to date, largely underrepresented children’s voices. Regular physical activity is associated with wideranging health benefits for children [1, 2] and averts the onset of a range of non-communicable diseases, including obesity, type II diabetes and cardiovascular disease [3, 4]. Despite these well-established health outcomes few UK children currently achieve the recommended levels of physical activity to benefit their health (60 daily minutes of moderate to vigorous intensity physical activity; MVPA) [5]. The model’s socio-ecological approach embraces an appreciation for community-level influences including the social and built environment and provides an appropriate conceptual framework for informing the design of intervention strategies that target changes beyond the level of the individual [9]

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